SUPERINTENDENT  OF  PUBLIC  INSTRUCTION 

STATE  OF  CALIFORNIA 


BULLETIN  No.   5  B 

soinr 

490  UNIVERSE  Of  M 

UBR*' 


THE  IMMIGRANT  CHILD 

IN   THE 

PUBLIC  SCHOOLS 


PREPARED  BY 

Daliforn  ETHEL  RICHARDSON 

Assistant  Superintendent  of  Public  Instruction 


icility 


FEBRUARY,   1922 


CAI.IKOISNIA  STATE  PRINTING  OFFICE 
SACK  \MEXTO,   1922 


THE  IMMIGRANT  CHILD  IN  THE  PUBLIC  SCHOOLS. 

When  immigrant  education  is  spoken  of,  it  is  generally  assumed  that 
the  foreign  adult  is  the  recipient  of  such  education.  Departments  of 
immigrant  education  in  our  schools  are  usually  concerned  with  night 
schools^  mother  classes  and  the  like ;  but  there  is  a  phase  of  immigrant 
education  that  is  just  as  important  and  probably  more  important  to 
which  little  thought  has  been  given,  and  that  is  the  education  of  the 
non-English-speaking  child. 

One  takes  for  granted  that  all  the  needs  of  this  child  are  adequately 
cared  for  since  he  passes  through  the  grades  of  the  public  school  and 
receives  the  same  education  as  English-speaking  children.  To  take  so 
much  for  granted  is  to  fall  far  short  of  the  truth.  The  course  of  study, 
the  graded  system,  and  usually  the  teacher  herself  are  all  prepared 
for  children  who  speak  and  understand  our  language  and  traditions. 
The  handicap  which  the  child  who  does  not  speak  English  suffers  has 
never  been  completely  estimated.  Meeting  his  needs,  helping  him  to 
catch  up,  interpreting  his  reactions,  understanding  his  foreign  home 
and  old-world  up  bringing ;  these  essentials  in  his  school  life  are  left 
to  the  initiative  and  intuition  of  a  teacher.  She  undertakes  a  task  for 
which  she  has  received  no  training  and  for  which  no  time  is  given  in 
the  school  day. 

As  a  result  many  children  sit  through  two  and  even  three  y^ars  of 
school  repeating  the  grade  and  understanding  only  a  little  more  the 
second  year  than  they  did  the  first.  In  one  district  in  California 
twenty-seven  children  were  promoted,  twenty-one  of  whom  were 
repeaters,  averaging  2.7  years  in  a  grade  for  each  child ;  or  the  twenty- 
one  children  had  almost  fifty-seven  years  of  school. 

The  result  is  serious  for  the  child  and  the  school.  Very  often  this 
child  is  obliged  to  work  at  the  earliest  possible  age,  and  therefore  has 
a  short  school  term  in  which  no  time  should  be  wasted.  The  loss  of 
self-confidence,  the  sense  of  being  "queer,"  the  continued  isolation 
and  silence  have  effects  upon  his  personality  which  are  disastrous  for 
Mm  and  for  his  future  citizenship.  It  is  said  that  the  English-speaking 
countries  educate  children  primarily  for  their  own  good  and  secondarily 
for  the  good  of  the  State,  in  contradiction  to  the  Prussian  ideal  which 
educates  for  the  State.  The  non-English-speaking  child  who  wanders 
through  the  grades  as  a  dullard,  always  in  a  fog,  never  clearly  follow- 
ing J,he  work,  is  apt  to  develop  morbidities  which  make  his  education  a 
failure,  for  whichever  of  these  ideals  we  may  be  striving. 

From  the  standpoint  of  the  school,  failure  to  meet  this  situation  pro- 
duces equally  serious  results.  All  through  the  system  the  children  who 
are  deficient  in  everything  where  language  is  necessary  create  a  drag 
on  every  grade.  Many  high  schools  in  California  are  forced  to  have 
sixth  grade  English  because  their  freshmen  can  do  no  better.  Their 
teachers  are  often  impatient  and  annoyed  at  the  extra  burden  and  with 
those  pupils  who  make  it.  It  is  obviously  a  question  which  educators 
have  to  face.  It  presents  several  phases. 

In  the  first  place,  there  is  the  child  of  primary  grade  who  has  never 
heen  to  school,  speaks  no  English,  who  can  not  read  or  write  in  any  Ian- 


—  4  — 

guage.  Then  there  is  the  child  whose  age  and  maturity  would  warrant 
his  entering  a  class  beyond  the  primary  grade  and  yet  he  can  not 
speak  or  understand  enough  English  to  keep  up.  The  subject  matter 
of  the  ordinary  primary  grade  is  too  childish  to  interest  him  and  he 
is  humiliated  by  associating  with  much  younger  children.  He  may  or 
may  not  be  able  to  read  and  write  in  his  native  tongue.  Often  he  is 
the  child  of  the  migratory  laborer  and  has  been  out  of  school  most  of 
his  life  and  is  therefore  illiterate.  Sometimes  he  is  well  educated  in 
his  own  language. 

The  various  situations  in  which  these  children  of  any  age  are  found 
adds  to  the  difficulty  of  formulating  a  plan  for  their  education.  First 
and  most  easily  handled,  there  is  the  school  in  the  congested  districts 
of  our  large  cities  wrhere  the  foreign  child  makes  up  almost  the  entire 
school  population.  Any  methods  or  devices  which  the  teachers  adopt 
to  make  English  the  spoken  language  of  the  group  are  equally  service- 
able for  all  the  children  in  the  class.  The  great  difficulty  here  is  to 
modify  the  course  of  study  to  fit  the  needs  of  the  school.  The  teacher 
is  often  hampered  by  city  supervisors  of  special  subjects,  music,  draw- 
ing, etc.,  who  plan  their  work  for  the  whole  city  without  reference 
to  the  language  problems  and  want  all  the  schools  to  meet  the  standards 
they  have  set. 

The  task  presents  even  greater  difficulties  where  this  child  is  found 
in  all  the  grades  of  the  school  from  the  first  to  the  sixth  (he  seldom  gets 
beyond  the  sixth)  and  in  each  grade  forms  the  minority.  Here  most 
of  the  children  speak  English  fluently;  learning  to  read  is  for  them 
merely  learning  to  connect  the  written  with  the  known  oral  word. 
Numbers,  geography,  all  the  work  of  the  grade  is  a  matter  of  exploring 
new  fields  by  a  well  known  path.  The  minority — the  nine  or  ten  chil- 
dren who  do  not  understand  the  language — have  no  such  easy  road. 
They  sit  in  silence,  learning  to  understand  certain  expressions,  not 
through  knowing  the  meanings  of  the  words,  but  through  recognizing 
the  tone  of  the  voice,  just  as  a  dog  responds  when  his  master  says, 
"Let's  take  a  walk!"  Because  they  are  self-conscious  about  their 
deficiencies,  they  are  quick  to  follow  the  other  children  and  pretend  to 
understand.  Many  teachers  are  misled  by  this  responsiveness  into 
believing  that  their  pupils  can  understand  the  language.  I  have  exam- 
ined many  children  who  knew  the  meaning  of  less  than  twenty-five 
English  words  when  the  teachers  had  assured  me  that  they  understood 
everything  that  was  said  in  the  classroom. 

Besides  this,  there  is  the  one  or  two-room  school  where  the  teacher 
is  handling  many  grades  and  finds  her  task  further  complicated  by  chil- 
dren of  all  sizes  and  ages  who  do  not  yet  speak  English.  Inasmuch  as 
the  rural  schools  are  very  apt  to  get  the  young  teachers  without  expe- 
rience, the  most  difficult  problem  of  elementary  education  is  left  to 
those  least  fitted  to  solve  it. 

For  teaching  in  any  one  of  these  fields  special  preparation  and  train- 
ing is  necessary.  It  is  important  that  a  teacher  appreciate  the  view- 
point of  her  class.  The  environment,  the  traditions,  the  race  and 
religious  prejudices  of  a  group  must  be  sympathetically  understood 
before  a  teacher  can  reach  her  pupils. 


—  5  — 

A  teacher  should  be  able  to  picture  the  innumerable  ways  in  which 
the  life  in  America  is  in  contrast  with  ideas  and  conditions  in  the 
foreign  country  whence  the  foreigner  came.  Generally  speaking,  the 
foreigner  in  America  may  be  compared  to  a  mariner  without  a  com- 
pass on  a  strange  sea.  Even  the  school  regulations  are  often  misunder- 
stood. A  festivity  may  thoughtlessly  be  set  on  a  religious  holiday,  and 
all  unknown  to  the  inquiring  teacher,  the  children's  parents  may  be 
as  much  horrified  as  would  be  the  parents  in  a  Puritan  community,  if 
the  school  gave  a  dance  on  Sunday.  A  school  which  is  continually 
going  at  variance  to  all  the  old  world  ideals,  of  which  it  is  in  ignor- 
ance, can  not  perform  its  educational  function.  It  sets  up  chaos  and 
anarchy  in  the  minds  of  the  children.  It  is  necessary  for  the  teacher 
to  value  the  struggle  which  has  given  immigrant  peoples  the  courage 
to  leave  their  old  home,  and  her  imagination  must  be  fired  with  the 
possibility  of  utilizing  all  these  pioneer  values  in  the  upbuilding  of 
the  next  generation;  without  this  sociological  background  that  makes 
real  to  the  teacher  the  life  and  history  of  the  folk  she  is  hoping  to 
teach,  no  amount  of  precise  method  will  be  of  any  use. 

However,  once  the  point  of  view  is  gained,  and  the  situation  is  under- 
stood, the  teacher  will  be  looking  about  for  the  tools  with  which  to 
work. 

Special  administrative  methods  are  necessary.  In  a 
Admmis-  school  where  practically  all  of  the  children  come  from 
foreign  homes,  this  is  comparatively  easy.  While  the 
variations  and  individual  differences  are  greater  in  such  classes  than 
in  schools  where  all  of  the  children  come  from  American  homes,  there 
is  a  reasonable  homogeneity. 

The  grading,  although  it  should  not  follow  the  standards  of  an 
English-speaking  school,  can  be  comparatively  regular.  Of  course, 
there  should  be  great  flexibility  about  passing  a  child  forward  into 
the  class  which  his  age  and  maturity  justifies,  if  his  progress  is  tem- 
porarily delayed  by  his  English  handicap.  Such  a  school  will  always 
require  some  special  classes.  There  will  be  new  families  moving  into 
the  neighborhood  whose  children  can  not  keep  up  with  the  others  of 
their  own  age  who  have  attended  the  school  regularly.  These  will 
need  special  intensive  coaching  in  English  and  should  be  put  into 
classes  where  practically  all  the  attention  can  be  given  to  that  one 
subject. 

As  attendance  in  a  foreign  school  is  often  more  irregular  than  in  an 
American  school  and  as  many  children  are  taken  away  from  the  city 
to  go  with  their  parents  harvesting  crops,  it  is  often  necessary  to  make 
special  provision  for  these  children  when  they  return.  It  is  not  fair 
to  those  who  have  been  in  school  for  a  full  year  to  be  held  back  by  a 
large  group  which  returns  after  a  long  absence.  From  the  standpoint 
of  the  migratory  child,  since  he  leaves  school  and  returns  at  about  the 
same  time  each  year,  he  is  always  repeating  the  same  part  of  the  term 
and  will  never  make  up  that  part  of  the  course  he  has  missed  unless 
put  in  a  class  by  himself  and  given  special  instruction. 

The  administrative  problem  is  more  difficult  in  the  school  where 
some  of  the  children  speak  English  fluently  and  others  do  not  under- 
stand it  at  all.  Recognition  of  that  fact  will  necessitate  arrangements. 


—  6  — 

Obviously,  it  is  unfair  that  one  child  should  be  held  back  until  another 
learns  the  language,  and  it  is  equally  unfair  to  allow  a  child  to  sit 
through  a  class  in  confusion  and  darkness.  When  the  child  does  not 
understand,  or  is  slower  than  the  majority  to  grasp  the  meaning,  he 
stops  trying  to  recite  and  unless  he  is  called  on  directly,  he  makes  no 
effort  to  formulate  his  replies.  This  soon  produces  a  habit  of  silence 
and  a  conviction  of  his  own  incompetence  that  is  seldom  obliterated. 

Consequently  all  children  with  a  language  handicap  should  be  put 
in  classes  by  themselves.  The  primary7  class  will  probably  be  the 
largest.  It  is  important  that  these  little  children  should  not  be  in  a 
class  with  the  older  ones,  who  are  also  learning  the  language.  The 
most  important  factor  in  teaching  children  English  is  making  them 
leant  to  talk  by  creating  a  situation  where  they  are  so  interested  that 
they  are  eager  to  express  themselves.  This  can  not  be  done  when 
there  are  such  variations  in  the  children's  ages  that  no  common  inter- 
ests can  be  found. 

For  the  children  above  primary  grade  there  should  be  at  least  two 
other  special  classes — those  representing  the  third  and  fourth,  i<nd 
those  representing  the  fifth  and  sixth  grades  age,  provided  there  are 
enough  children  with  a  language  handicap  to  justify  the  use  of  two 
teachers.  For  the  more  advanced  grades  the  children  should  be  classi- 
fied, first,  as  to  age — no  seven  or  eight-year-old  should  be  in  the  same 
grade  with  those  who  are  twelve  and  thirteen — then  according  to 
ability  to  speak  English  and  literacy  in  their  own  tongue  and,  finally, 
according  to  the  routine  method  of  school  grading.  Age  and  English 
should  always  be  the  first  consideration. 

It  is  exceedingly  important  that  the  basis  of  segregation  be  language 
and  not  nationality.  The  foreign  children  must  never  get  the  impres- 
sion that  they  are  being  segregated  because  of  some  inferiority,  or 
because  their  native  country  is  despised.  The  spirit  of  the  school  must 
be  such  as  to  prove  the  genuineness  of  this  effort  in  the  child's  behalf. 
Just  so  soon  as  any  child  can  compete  in  the  regular  grade  he  should 
be  sent  to  continue  his  work  in  a  regular  class1.  However,  he  should 
compete  as  an  equal,  not  as  a  laggard. 

These  special  classes  must  be  kept  so  small  (never  more  than  twenty") 
that  much  private  attention  can  be  given. 

In  some  schools  the  language  difficulty  will  not  warrant  more  than 
one  such  ungraded  room.  In  that  case,  it  is  unwise  to  put  children 
of  the  receiving  grade  into  the  ungraded  room  with  children  of  all 
other  grades,  and  if  there  are  not  enough  children  to  make  two  receiv- 
ing grades,  one  for  the  English  and  one  for  the  non-English-speaking 
children,  the  receiving  grade  teacher  should  make  the  segregation  and 
teach  her  class  in  two  groups.  It  is  as  absurd  to  teach  English  and 
non-English-speaking  children  together,  setting  for  them  the  same  gen- 
eral requirements  and  putting  them  through  the  same  program  as  it 


irThis  discussion  is  not  concerning  itself  with  the  suitability  of  the  course  of  study 
in  general  for  the  needs  of  the  foreign  child.  It  is  very  clear  to  the  writer  that  here", 
too,  is  need  for  great  readjustment.  Such  fundamental  changes,  however,  are  scarcely 
within  the  power  of  the  individual  teacher  until  careful  and  scientific  experimenta- 
tion has  been  made  under  careful  supervision.  It  is  greatly  to  be  hoped  that  such 
studies  will  be  carried  on  in  centers  that  are  equipped  to  make  the  results  of  their 
investigations  and  the  material  they  cover  available  for  the  rest  of  the  state. 


—  7  — 

would  be  to  put  the  receiving  class  pupils  in  the  third  grade  and  give 
them  all  the  same  work2. 

Similarly  in  the  one  or  two-room  school,  the  teacher  should  segregate 
all  the  children  who  do  not  speak  English  and  deal  with  them  as  a 
separate  grade.  They  should  be  given  at  least  two  half-hour  periods 
a  day  in  spoken  English.  In  their  number  work  and  those  subjects 
which  are  less  dependent  upon  language,  they  can  fit  into  their  proper 
grades.  To  such  a  rural  school  teacher  already  crowded  for  time,  this 
may  seem  impossible  but  in  the  end  it  will  lighten  her  burden  all  along 
the  line  and  more  than  repay  her  for  the  extra  planning. 
M  The  most  important  thing  to  remember  in  teaching  a 

language  either  to  adults  or  children  is  that  we  do  not 
learn  a  spoken  tongue  by  reading,  or  spelling,  or  hearing  some  one  else 
talk.  All  children  have  an  understanding  of  the  language  far  greater 
than  their  ability  to  express  themselves  in  it.  We  learn  to  speak  only 
by  speaking.  We  do  not  learn  to  talk  even  by  learning  the  names  of 
innumerable  objects  about  the  room.  Such  a  word  vocabulary  may  be 
enormous  without  the  child's  being  able  to  express  his  thoughts  or 
convey  an  idea.  For  language  to  be  useful,  sentences,  phrases  and 
word  correlations  are  necessary. 

For  this  reason  in  teaching  the  foreign  child  two  principles  must  be 
kept  in  mind.  First,  that  he  be  placed  in  a  situation  where  he  desper- 
ately wants  to  talk  and  is  not  hampered  or  embarrassed  by  those  with 
much  greater  facility  of  expression,  and,  second,  that  he  acquire  those 
phrases  and  that  vocabulary  for  which  he  will  have  frequent  use  and 
consequently  will  have  constant  encouragement  to  practice  what  he  has 
newly  acquired. 

This  demands  that  the  teacher  shall  choose  the  vocabulary  which 
the  child  needs  in  his  daily  activities ;  in  the  school  room ;  on  the  play- 
ground; in  referring  to  himself,  his  body,  his  clothes;  on  his  way  to 
school  and  at  home.  Having  determined  the  essential  vocabulary,  it  is 
necessary  to  plan  the  conversational  games  by  which  it  may  be  made 
a  part  of  the  child's  instrument  of  expression.  There  is  appended  to 
this  discussion  a  vocabulary  and  some  conversation  exercises.  These 
will  not  be  more  than  suggestive  and  every  teacher  will  want  to  develop 
her  own  plans  in  accordance  with  the  environment  and  needs  of  the 
children. 

For  the  group  of  the  primary  class,  who  do  not  speak  English,  there 
should  be  no  reading  for  at  least  three  months,  or  until  a  vocabulary  ol 
three  hundred  words  can  be  used  with  a  fair  degree  of  facility.  It 
must  be  remembered  that  many  children  of  even  three  years  of  age 
have  a  vocabulary  of  1600-2000  words.  For  the  child  of  school  age 
there  is  often  a  vocabulary  of  5000  words.  The  foreign  child  has  such 
a  vocabulary  in  his  native  tongue  which  serves  him  perfectly  until  he 
goes  to  school,  when  he  suddenly  finds  himself  without  any  means  of 
expression.  The  sooner  he  is  provided  with  the  necessary  tools,  the 
surer  are  the  chances  of  his  taking  his  place  with  his  fellows.  All  the 
time  spent  in  reading  by  English-speaking  children  should  be  given 

-The  city  of  Oakland  is  making  rrfbre  time  for  this  work  by  sending  the  children 
home  to  lunch  in  two  sections.  One  group  goes  at  eleven  and  returns  at  one,  remain- 
ing until  three,  while  the  other  goes  at  twelve,  and  returns  at  one  and  stays  until 
two.  This  gives  the  teacher  two  hours  in  the  day  when  she  has  only  one-half  of  her 
class,  thus  providing  opportunity  for  intensive  drill  in  oral  English. 


—  8  — 

over  to  conversation  exercises  for  the  foreign  child.  When  the  reading 
time  approaches,  all  of  the  words  which  come  in  the  book  to  be  read 
should  be  brought  into  the  conversation  and  thoroughly  mastered. 

In  these  conversation  exercises  the  teacher  must  have  a  definite  plan 
and  goal  of  accomplishment  for  each  day.  One  often  sees  a  group  of 
children  gathered  about  the  teacher,  talking  about  every  thing  in  the 
room  in  a  rather  aimless  fashion.  The  procedure  is  determined  by  the 
objects  which  happen  to  catch  the  teacher's  eye.  No  such  hap-hazard 
method  produces  a  language.  A  definite  building  process  is  necessary. 
No  exercise  is  valuable  unless  the  teacher  knows  beforehand  just  what 
new  concepts  are  to  be  acquired  and  the  relation  of  those  concepts  to 
those  of  yesterday's  drill  and  to  the  drill  to  be  used  tomorrow. 

Three  new  pivotal  words  and  perhaps  four  less  important  words, 
with  the  appropriate  English  forms  and  structure,  should  be  learned 
each  day  and  they  should  all  be  a  part  of  that  minimum  vocabulary 
previously  determined  upon.  In  addition  to  the  new  words,  there 
should  be  much  practice  on  the  words  of  earlier  lessons,  used  if  pos- 
sible with  new  context.  In  all  this  special  drill,  it  must  be  remembered 
that  the  sentence  and  not  the  single  word  is  the  unit  of  language ;  every 
question  should  be  asked  and  every  answer  given  in  complete  sentences, 
and  all  the  time  the  situation  must  be  one  where  the  children  want  to 
talk.  Any  game  which  creates  enthusiasm  and  self-forgetfulness  is 
invaluable. 

In  the  beginning  the  most  concrete  language  should  be  chosen  and 
every  sentence  dramatized  by  the  teacher  and  the  children.  Where- 
ever  possible  the  objects  talked  about  should  be  brought  into  the 
school  room,  and  the  verbs  illustrated  with  pictures  or  by  action. 
Teaching  English  to  foreign  children  requires  an  immense  amount  of 
preparation  of  materials  by  the  teacher.  Unless  there  is  abundant 
illustration  and  little  verbal  explanation,  confusion  is  bound  to  result. 
The  teacher  must  be  forever  on  the  lookout  for  good  supplementary 
material,  pictures,  charts,  toys  and  objects  that  will  captivate  attention 
and  interest.  Objects  are  better  than  pictures  when  the  former  can 
be  obtained.  In  connection  with  pictures  for  classes  of  foreign  chil- 
dren, two  things  must  be  remembered — one  that  they  have  not  had 
many  pictures  to  look  at  and  consequently  are  slower  to  recognize  the 
reproduction,  and,  two,  that  the  picture  must  be  simple.  Because  of 
their  unfamiliarity  with  pictures  and  their  lack  of  knowledge  of  the 
English  symbol,  if  a  picture  is  helpful  it  must  clearly  illustrate  just 
one  thing.  A  picture  with  a  number  of  characters,  which  tells  a  whole 
story,  is  very  confusing.  For  instance,  a  picture  of  a  little  girl  jumping 
rope,  with  no  background,  is  good,  because  the  teacher  can  jump  and 
the  children  jump,  so  there  is  no  doubt  about  the  action  which  is  being 
illustrated.  On  the  other  hand,  a  picture  seen  recently  in  a  school 
room  labeled  "work,"  where  a  boy  is  building  a  house  for  his  dog  and 
the  dog,  bringing  the  timber  in  his  mouth  for  his  master  to  use,  is 
satisfactory  enough  for  the  child  who  knows  "dog"  and  "house"  and 
"work"  and  "build"  in  his  native  language,  but  it  illustrates  so  much 
that  the  foreign  child  is  no  nearer  the  meaning  of  "work"  than  he 
was  before  he  saw  the  picture.  As  often  as  possible,  for  the  sake  of 


saving  confusion,  two  pictures  should  be  obtained  to  illustrate  each 
sentence  or  each  verb  so  that  the  repetition  brings  out  the  particular 
meaning  that  has  been  chosen. 

Beside  the  conversation  drill,  where  the  language  power 
English*81  is  bein£  developed  formally,  there  are  all  the  innumer- 
able  occasions  where  with  a  little  care  the  child  can  be 
given  informal  practice.  In  the  number  work,  instead  of  abstract  fig- 
ures, we  can  add  two  chairs  and  two  chairs.  In  a  well  conducted  class 
everything  is  made  a  vehicle  to  teach  English.  Again,  if  the  teacher 
speaks  distinctly  and  is  careful  of  her  choice  of  words,  the  non-English- 
speaking  child  can  carry  out  all  sorts  of  simple  commands;  and  tell 
what  he  is  doing.  He  who  needs  it  most  must  be  chosen  for  any  such 
special  task.  Whenever  materials  are  being  distributed,  care  must 
be  taken  to  see  that  all  the  children  can  give  them  their  right  names. 
Similarly,  in  working  with  color  charts  or  crayola,  it  is  important  to 
say  "This  color  is  blue,  this  color  is  red,"  and  not  "This  is  blue,  etc." 
In  many  classes  one  sees  children  coloring  yellow  ducks,  or  green  eggs, 
who  can  not  name  the  things  with  which  they  are  working.  Busy 
work  of  this  kind  can  be  almost  useless  except  for  keeping  the  children 
quiet  or  it  can  be  an  excellent  means  for  getting  in  a  little  more  lan- 
guage work.  The  teacher  must  be  certain  that  the  vocabulary  she  uses 
in  conducting  these  activities  has  been  previously  included  in  her  oral 
drills.  In  asking  questions  of  the  American  child,  the  teacher  expects 
the  answer  to  express  an  idea  which  he  has  formulated.  The  foreign 
child  may  be  equally  capable  of  formulating  the  idea,  provided  he  can 
understand  the  question,  but  he  will  be  unable  to  find  the  English 
words.  Consequently  he  should  always  be  asked  questions  in  such  a 
way  as  to  give  him  the  words  for  the  answer.  What  he  needs  is  to 
hear  and  repeat,  hear  and  repeat  until  he  is  thoroughly  grounded.  For 
instance,  if,  for  busy  work  the  teacher  says,  "We  are  going  to  make  a 
basket  for  flowers,"  she  should  ask,  not  "What  are  we  going  Jo  do?" 
but  "What  are  we  going  to  make?"  and  "What  are  we  going  to  make 
a  basket  for?" 

The  interested  teacher  can  teach  more  English  on  the  playground 
than  in  the  schoolroom,  if  she  sees  to  it  that  the  foreign  child  is  included 
in  the  games  and  suggests  games  where  talking  is  necessary.  In  the 
formal  language  lesson  it  is  most  important  to  give  the  vocabulary  which 
the  child  can  use  afterward  in  his  play.  Similarly  the  period  of  phys- 
ical exercises  can  be  used  as  the  basis  for  an  English  lesson  if  the 
teacher  is  careful  that  the  commands  are  understood  and  not  just 
blindly  followed. 

R     ,.  After  the  child  has  a  comfortable  speaking  vocabulary 

and  has  mastered  his  three  hundred  English  words,  he 
can  be  introduced  to  reading.  It  is  essential  that  the  subject  matter 
of  this  reading  be  suitable.  For  this  reason  it  is  better  to  begin  with 
stories  in  which  there  is  as  little  of  the  purely  imaginative  and  abstract 
as  possible.  Fairy  tales  and  folk  lore  are  very  confusing  to  children 
who  have  never  heard  those  stories  and  are  constantly  having  to  orient 
themselves  in  a  new  situation.  For  instance,  one  small  boy  who  ha'd 
read  "The  Little  Red  Hen"  story,  but  knew  nothing  of  hens  in  his 
every-day  experience,  was  asked,  "What  does  the  hen  do  at  Easter 


—  10  — 

time?"  and  quite  naturally  he  answered,  "Bakes  bread/'  as  if  that 
were  the  principal  function  of  hens.  This  child,  living  in  a  strange  and 
difficult  world,  should  be  reading  about  the  things  he  sees  about  him, 
on  the  street,  in  his  play  life  and  in  his  home.  The  idle  repetition  of 
phrases,  where  there  is  no  plot,  is  equally  unsatisfactory.  Even  with 
the  most  suitable  content  in  the  reading  book,  every  device  known  to 
the  primary  educator  will  be  needed  to  prevent  the  reading  from  becom- 
ing a  memory  stunt  and  a  process  of  calling  words.  Careful  explana- 
tion of  the  story  before  hand,  project  work,  dramatization,  charts  and 
flash  cards  are  more  useful  for  this  than  for  any  other  group  of  chil- 
dren. For  it  must  be  remembered  that  reading  is  not  necessarily  build- 
ing up  the  language  of  expression — just  as  ability  to  read  aloud  is  no 
test  of  the  understanding  of  content.  A  child  may  be  able  to  read 
pages  of  words  which  are  meaningless  to  him.  He  may  even  know  the 
meaning  of  many  of  the  isolated  words,  and  fail  to  get  the  thought. 
This  will  not  happen  if  the  words  in  correlation  are  developed  orally, 
days  before  he  sees  them  in  print,  and  if  he  is  given  an  opportunity 
to  reproduce  the  story  after  his  silent  reading  of  it.  Oral  reading  is 
the  least  important  part  of  the  reading  process.  It  is  as  much  an  art 
as  singing  or  dancing,  and  with  all  our  efforts  we  are  not  going  to  pro- 
duce many  artists.  On  the  other  hand,  we  can  give  every  boy  and  girl 
the  open  door  to  opportunity  that  comes  with  the  ability  to  do  silent 
reading  easily  with  personal  pleasure  and  satisfaction. 

There  is  no  prescription  that  can  be  written  for  giving  the  foreign 
child  a  chance  to  become  an  American,  unhampered  by  cruel  and  unnec- 
essary handicaps.  At  best,  the  foregoing  can  only  serve  to  remind  the 
teacher  of  the  importance  of  using  her  own  initiative.  After  all,  once 
the  teacher  is  conscious  that  her  first  and  last  task  with  the  immigrant, 
child  is  to  give  a  medium  of  communication,  she  will  find  countless 
ways,  never  before  thought  of,  to  accomplish  that  end.  Until  the 
child  has  the  language  there  is  nothing  worth  teaching  that  does  not 
contribute  to  language  facility. 

A  vocabulary  for  the  primary  grades  and  some  suggestive  oral  lan- 
guage lessons  are  appended,  also  a  list  of  suitable  subjects  and  a  model 
lesson  for  the  oral  lesson  for  an  ungraded  class  of  older  children.  The 
vocabulary  as  well  as  the  lessons  can  not  very  well  be  suggested  for 
this  group  because  the  age  and  interests  of  the  pupils  are  the  important 
factors  in  determining  this  material.  It  is  to  be  hoped  that  such 
material  can  be  developed  in  the  near  future  and  carefully  graded 
for  the  teacher  who  can  not  do  this  for  herself. 

Every  teacher  in  the  field  should  be  familiar  with  the  pamphlet 
written  by  Miss  Sarah  Barrows  of  the  San  Francisco  State  Teachers 
College  on  "English  Pronunciation  for  Foreigners."  This  can  be 
obtained  from  the  Superintendent  of  Public  Instruction,  Sacramento, 
California,  on  request. 

For  the  children  beyond  the  primary  age,  the  methods 
Non-English-  use(j  jn  fne  night  school  for  teaching  adults  are  often 
Beyondgthe  suitable.  "Where  the  children  can  read  and  write  in  their 
Primary  Age.  °wn  language,  the  oral  and  written  work  can  be  carried 
on  simultaneously,  always  remembering  that  in  learning 
a  language  the  sound  should  be  heard  and  the  words  used  orally  before 


—  11  — 

they  are  seen  or  written.  For  details  of  method,  see  Immigrant  Edu- 
cation Manual,  published  by  the  State  Superintendent  of  Public 
_,  Instruction.  The  school  readers  are  entirely  unsuitable 

for  this  class  and  should  never  be  used.    The  vocabulary 
of  those  whose  content  might  be  suitable  is  much  too  difficult.     The 
adult  texts  dealing  with  such  subjects  as  the  fireman,  the  policeman, 
the  store,  the  house,  the  school,  are.  far  more  satisfactory. 
Model  rpj^  f0uowjng  lesson  is  given  as  a  model  of  the  sort  which 

the  teacher  can  write  herself  and  present  as  indicated: 

The  grocery  boy  drives  the  automobile  down street. 

He  stops  at  the  filling  station  at  the  corner  of and 

streets  and  he  buys  gasoline. 

The  man  at  the  filling  station  says,  "How  much  gasoline  do  you 
want  ? ' ' 

The  boy  says,  "Five  gallons." 
The  man  says,  "Do  you  want  oil?" 
The  boys  says,  "No,  I  have  plenty  of  oil." 

He  buys  five  gallons  of  gasoline  and  gives  the  man  one  dollar  and 
fifteen  cents. 

Gasoline  costs  twenty-three  cents  a  gallon. 

For  this  lesson,  the  teacher  should  have  an  automobile, 
eitner  a  toy  or  a  picture,  and  a  picture  of  a  filling  station. 
The  new  words  are  underscored  and  methods  of  dramatiz- 
ing or  illustrating  each  one  of  these  must  be  at  hand. 
After  the  lesson  has  been  developed  orally  it  can  be  acted  out  by  the 
children.  As  soon  as  possible,  lessons  on  a  topic  like  this  with  narrative 
value,  a  real  story,  should  be  introduced.  In  presenting  the  lesson, 
the  teacher  should  say  the  first  sentence  and  dramatize  it.  It  is  pre- 
sumed that  "grocery  boy"  occurred  in  a  previous  lesson  on  the  store. 
After  the  teacher  says  the  sentence  over  several  times,  she  has  the  class 
say  it  in  unison  and  allows  each  child  to  say  it  several  times.  Then  it 
is  printed  or  written  on  the  blackboard  and  read.  Each  sentence  is 
taken  up  in  the  same  way,  the  teacher  saying  it  first,  the  children 
repeating  it  first  in  chorus  and  then  individually.  After  each  child 
has  formed  a  correct  oral  habit,  the  sentence  can  be  read,  and  at  the 
end  of  the  lesson,  each  child  should  copy  it  into  his  notebook.  It  is 
important  that  no  words  be  chosen  for  these  beginning  lessons  that 
can  not  be  clearly  understood  by  dramatization. 

,,,     .  The   subject  matter   of  these   lessons   should   be   chosen 

from  the  child's  experience. 

School.  Home  activities.  Store. 

Street.  Automobile.  Buying  food. 

Street-car.  Railroad.  Clothes. 

Parks.  Policeman.  Aeroplane. 

Playgrounds.  Fireman.  Bicycle. 

Games.  Fire  engine.  Newspaper. 
Home. 


—  12  — 

PRIMARY  CONVERSATION  EXERCISES  FOR  NON-ENGLISH- 
SPEAKING  CHILDREN. 

The  following  series  of  conversation  exercises  have  been  written  to 
illustrate  certain  fundamental  principles  that  must  be  adopted  if  we 
are  to  help  the  foreign  child  learn  the  English  language.  Teachers 
will  undoubtedly  find  better  and  more  appropriate  illustrations,  but 
the  principles  are  sound. 

1.  The  process  of  learning  a  language  must  progress  from  hearing, 
to  speaking,  then  reading  and  writing.    Any  attempt  to  introduce  the 
last  two  before  the  first  produces  chaos. 

2.  Facility   can   only   come  with   abundant  practice   in   speaking. 
Complete  familiarity  with  oral  words    can    be    obtained    without    the 
child's  being  able  to  talk. 

3.  Synthetic  development  of  language  does  not  produce  ability  to 
speak.     The  sentence   (words  in  their  correlation)   must  be  used  and 
not  single  words;  therefore  all  conversation  drill  must  demand  that 
the  children  speak  in  sentences. 

4.  The  drill  for  each  day  must  introduce  a  few  new  words,  not 
more  than  four  to  six,  and  offer  abundant  opportunity  for  repetition 
of  the  vocabulary  of  previous  drills. 

5.  The  vocabulary  each  day  must  be  part  of  a  minimum  vocabulary 
previously  determined  upon.     This  vocabulary  must  be  chosen  with 
regard  to  the  child's  need  for  expressing  himself  in  his  daily  activities; 
in  the  school,  on  the  playground,  on  the  way  to  school,  and  at  home  and 
must  lead  up  to  the  books  he  will  ultimately  read. 

'6.  This  conversation  drill  must  concern  itself  with  subjects  of  real 
interest  to  the  child  and  must  create  situations  where  the  child  is  eager 
to  talk. 

7.  Each  lesson  introduces  some  problem  of  structure  such  as  plurals 
or  pronouns  which  requires  drills  to  establish  correct  habits. 

In  writing  out  the  conversations  in  this  manner,  there  is  an  inevitable 
formalism  that  should  not  prevail  in  the  classroom.  As  far  as  possible 
all  these  English  drills  should  develop  out  of. a  play  situation.  The 
more  natural  the  conditions,  the  more  favorable  are  the  opportunities 
for  learning  the  language. 

PRIMARY   CONVERSATION  EXERCISES  FOR  NON-ENGLISH- 
SPEAKING  CHILDREN. 

LESSON  I. 

Teacher:  Good  morning. 
Pupils:     Good  morning. 
Teacher :  Come  and  sit  on  these  chairs — or — 
Come  and  stand  here. 

NOTE. — These  can  not  be  explained  but  the  teacher  will  say  this  each  day  and 
have  the  children  follow  out  the  command. 

Let  the  teacher  hold  up  two  dolls,  one  dressed  as  a  boy,  and  one  as 
a  girl,  and  say  "doll."  Give  one  of  the  dolls  to  each  child  to  hold  for 
a  minute,  and  say  "doll,"  having  the  child  repeat  the  word  several 
times  while  he  is  holding  it.  Give  the  doll  to  each  child,  saying,  "I  give 


—  13  — 

you  the  doll,"  then,  by  holding  out  her  hand  let  the  teacher  indicate 
the  action,  and  say,  "Give  me  the  doll,"  and  help  the  child  to  say  "I 
give  you  the  doll."  This  should  be  done  all  around  the  class.  When- 
ever possible  all  through  the  day,  the  teacher  should  speak  directly  to 
these  children  and  say  "Give  me  the  paper,"  "Give  me  the  pencil," 
and  require  the  child  to  repeat  while  complying  "I  give  you  the 
"  The  teacher  should  use  "Thank  you"  as  often  as  pos- 
sible and  try  to  encourage  the  children  to  imitate  her  at  the  proper 
time,  with  care  that  the  "th"  is  correctly  articulated  before  bad  habits 
are  formed. 

Structure  Problem — I  and  Me. 

NOTE. — All  during  the  day,  the  teacher  should  bear  in  mind  the  particular  struc- 
ture problem  which  she  has  introduced  in  the  oral  lesson  and  use  every  opportunity 
for  special  drill.  Great  care  should  be  taken  to  avoid  crowding  too  many  difficulties 
into  one  day.  As  correct  speaking  is  often  more  a  question  of  habit,  than  knowledge 
of  grammar,  the  correct  habits  should  be  established  as  soon  as  possible. 

LESSON  II. 

Teacher:  Good  morning,  girls  and  boys. 

Pupils :     Good  morning. 

Teacher :  Come  and  sit  on  these  chairs — or — 
Come  and  stand  here. 

Holding  up  a  doll,  let  the  teacher  wait  for  a  response  from  the  chil- 
dren, attempting  by  questioning  looks,  holding  the  doll  before  individ- 
ual children,  etc.,  to  get  some  child  to  say  "doll."  If  it  does  not  come, 
let  her  help  them  until  someone  has  said  "doll." 

After  each  child  has  said  "doll,"  the  boys  and  girls  should  be  sep- 
arated and  the  teacher  says,  "Boys,  here,"  "Girls,  there,"  or  "Boys, 
stand  here,"  "Girls,  stand  there."  Here  again,  although  many  of  the 
children  will  not  understand  girl  or  Tooy,  not  too  much  time  should  be 
spent  except  by  frequent  repetition  on  the  part  of  the  teacher: 
"Boys" — "Girls,"  and  indicating  the  group  meant. 

The  boy  doll  should  be  given  to  one  boy,  and  the  girl  doll  to  one 
girl,  and  around  the  circle,  each  child  saying  to  his  neighbor,  ' '  Give  me 
the  doll,"  "I  give  you  the  doll,"  acting  as  they  go.  Then  with  rather 
elaborate  maneuvers,  creating  as  much  suspense  as  possible,  the  teacher 
makes  the  two  dolls  sit  on  a  chair  and  says,  ' '  The  doll  is  sitting  on  the 
chair,"  and  asks  around  the  circle,  "Where  is  the  doll  sitting?"  It 
is  important  that  nothing  less  than  a  complete  sentence  should  be 
accepted  as  an  answer  at  all  times,  "The  doll  is  sitting  on  the  chair." 

Structure  Problem — Inverted  Form  Question. 

LESSON  III. 

Teacher:  Good  morning,  girls  and  boys. 
Pupils:     Good  morning,  Miss 

Teacher:  Come  and  stand  here. 

Boys,  stand  here,  and  girls  stand  here. 

Let  the  teacher  hold  up  a  doll  and  wait  for  a  response.  Perhaps 
someone  will  say  ' '  Give  me  the  doll, ' '  and  he  should  get  it  immediately 
to  hold  a  long  time,  and  the  other  doll  should  be  held  up  to  encourage 
another  child  to  say  "Give  me  the  doll."  If  this  does  not  happen,  the 


—  14  — 

teacher  should  go  about  to  several  children  and  say,  "Shall  I  give  you 
the  doll?"  Let  the  rising  inflection  indicate  a  question  very  clearly, 
and  give  the  doll  to  the  child  who  comes  nearest  to  making  a  complete 
sentence.  Then,  the  sentence  should  be  repeated  for  the  benefit  of  the 
other  children,  and  great  enthusiasm  shown  over  the  child  who  said  it 
correctly. 

Teacher:  "John,  make  the  doll  sit  on  the  chair." 

This  should  be  said  to  each  of  the  children  who  has  a  doll,  bringing 
out  the  chair,  putting  it  in  place  and  indicating  the  meaning.  There 
should  be  plenty  of  time  and  repetition  until  each  child  understands, 
and  complies,  and  then  let  him  say.  "The  doll  is  sitting  on  the  chair." 

Then  around  to  each  child : 

Teacher:  Shall  I  give  you  the  doll? 

Pupils :     Give  me  the  doll. 

Teacher :  Make  the  doll  sit  on  the  chair. 

Pupils:     The  doll  is  sitting  on  the  chair. 

Then  let  the  teacher  hold  up  the  dolls  and  say : 

"My  doll's  name  is ,"  giving  a  girl's  name  common  to 

the  nationality  most  largely  represented,  and  "Your  doll's  name  is 

,"  giving  a  boy's  name  to  a  doll  wrhich  has  been  handed 

to  one  of  the  children. 

Then  around  the  circle  again,  "What  is  the  doll's  name?"  "What 
is  your  name,"  and  after  that  is  completed  let  the  teacher  say,  "My 
name  is ,"  said  in  concert. 

NOTE. — For  busy  work  the  children  may  be  given  a  blotter  on  which  their  names 
are  written,  and  helped  to  follow  the  indentations,  and  later  to  write  their  names 
independently.  Whenever  possible,  while  helping  any  individual  child,  the  teacher 
says,  "What  is  your  name?"  and  insists  on  the  complete  answer,  "My  name  is 


Structure  Problem — Sit,  is  sitting. 

LESSON  IV. 

Teacher:  Good  morning,  girls  and  boys. 
Pupils:     Good  morning,  Miss 

Teacher:  Boys  stand  here,  girls  stand  here. 
Teacher :  Who  wants  the  doll  ? 
Pupils :     Give  me  the  doll. 
Teacher:  What  is  the  doll's  name? 

Pupils:     The  doll's  name  is 

Teacher:  What  is  your  name? 

Pupils:     My  name  is 

Teacher :  What  is  my  name  ? 

Pupils:     Your  name  is 

Then  around  to  each  child : 
Teacher :  Who  wants  the  doll  ? 
Pupils:     I  want  the  doll. 
Teacher :  The  doll  is  standing  beside  the  desk. 
Teacher:  Where  is  the  doll  standing?    (To  each  pupil.) 
Pupils :     The  doll  is  standing  beside  the  desk. 

Then  creating  a  moment  of  suspense,  let  the  teacher  put  the  doll  on 
the  chair,  and  ask,  "Where  is  the  doll  sitting?"     The  child  who  says 


—  15  — 

it  first  gets  the  doll,  and  the  teacher  says,  "Stand  the  doll  beside  the 
desk."  Performing  the  action,  the  child  says,  "The  doll  is  standing 
beside  the  desk." 

Teacher:  "Marie,  make  the  doll  sit  on  the  chair,"  and  around  the 
class,  alternating,  "beside  the  desk"  and  "on  the  chair,"  having  the 
child  repeat  the  words  while  performing  the  action. 

Teacher:  "Shut  your  eyes" — explaining  "eyes"  and  "shut"  and 
"open."  "Open  your  eyes." 

Having  changed  the  position  of  the  doll  she  asks,  "Where  is  the 
doll?"  and  the  child,  either  boy  or  girl,  who  answers  correctly  gets  the 
doll  and  it  sits  on  a  chair  beside  his  desk  the  rest  of  the  day. 

At  any  leisure  moment  during  the  day,  the  teacher  should  ask  dif- 
ferent ones  of  these  children  to  shut  or  open  the  door,  sit  on  a  chair, 
stand  beside  the  desk,  until  they  are  familiar  with  these  commands. 

Structure  Problem — Prepositions. 

LESSON  V. 

Teacher:  Good  morning,  boys  and  girls. 

Pupils:     Good  morning,  Miss 

Teacher :  Bring  your  chairs  and  sit  here. 

Teacher:  (Without  showing  the  doll) — Who    wants    the    doll    this 
morning  ? 

Pupil:      I  want  the  doll. 

Teacher :  Where  is  the  doll  ? 

Everyone  hunts  around  and  the  doll  is  found  on  a  chair  at  the  far 
side  of  the  desk.  When  one  pupil  finds  the  doll,  let  the  teacher  ask, 
"Where  is  the  doll?" 

Pupil :      The  doll  is  sitting  on  the  chair  beside  the  desk. 

Teacher:  Bring  me  the  doll. 

Teacher:  What  are  you  bringing  me? 

Pupil :      I  am  bringing  you  the  doll. 

With  deliberation,  and  with  care  to  hold  the  children's  attention,  let 
the  teacher  begin  to  undress  the  doll,  first  the  boy,  and  then  the  girl. 
When  the  dolls  are  undressed  she  gives  one  to  a  boy,  and  one  to  a 
girl,  and  gives  each  article  of  clothing  to  a  different  child  and  says, 
"Let  us  dress  the  doll." 

Teacher :  Who  has  the  shirt  ? 

Pupil  with  the  shirt :   I  have  the  shirt. 

Teacher :  Give  John  the  shirt. 

Teacher:  (To  pupil  with  doll) — What  is giving  you? 

Pupil  with  doll :    He  is  giving  me  the  shirt. 

Continue  this  exercise  with  stockings,  shoes,  pants,  coat,  hat,  dress, 
etc. 

Teacher:  John,  where  is  your  hat? 
Bring  me  your  hat. 

There  will,  undoubtedly,  be  confusion  here,  and  time  must  be  given 
to  have  John  know  the  difference  between  "the  doll's  hat"  and  "your 
hat."  Each  child  should  then  be  called  on. 


-  16  — 

Teacher :  Where  is  your  hat  ? 
Bring  me  your  hat. 
Pupil:      I  bring  you  my  hat. 

If  time  permits,  the  same  exercise  can  be  had  with  coats,  if  the  chil- 
dren have  them. 

Structure  Problem — You,  your,  who. 

LESSON  VI. 

Teacher :  Good  morning,  boys  and  girls. 
Pupils:     Good  morning,  Miss 

Teacher:  Please  bring  your  chairs  here.     (When  it  has  been  done) — 

Teacher:  Thank  you. 

Teacher:  Today  we  are  going  to  dress  and  undress  the  dolls.    Who 

wants  the  doll  ? 

Pupil:      I  want  the  doll.     (The  two  who  speak  first  each  get  a  doll.) 
Teacher:  Undress  the  doll.     Take  off  the  girl's  hat.     Take  off  the 

boy's  hat,    Who  wants  the  girl's  hat? 
Pupils:     I  want  the  girl's  hat. 
Teacher:  Who  wants  the  boy's  hat? 
Pupils:     I  want  the  boy's  hat. 
Teacher:  Take  off  the  girl's  coat.    Take  off  the  boy's  coat.     (Proceed 

as  above  until  all  the  garments  are  distributed.)     Then, 
Teacher :  Shall  we  dress  the  doll  ? 
Pupils :     Yes,  we  shall  dress  the  doll. 
Teacher:  (To  boy  or  girl  with  doll) — What  do  you  want?    Do  you 

want  the  shirt? 

Pupil  with  doll :  Yes,  I  want  the  shirt. 
Teacher:  Who  has  the  shirt? 
Pupil :      I  have  the  shirt. 

Teacher :  Give  John  the  shirt  and  he  will  dress  the  doll. 
Pupil  with  shirt :   I  am  giving  John  the  shirt. 
Teacher:  Is  it  the  boy's  shirt  or  the  girl's  shirt? 
Pupil:      It  is  the  boy's  shirt. 

Teacher:  (To  pupil  with  doll) — Have  you  the  shirt? 
Pupil  with  doll :  Yes,  I  have  the  shirt. 
Teacher :  Put  on  the  shirt.    What  are  you  putting  on  ? 
Pupil:      I  am  putting  on  the  shirt.     (And  so  on  until  the  dolls  are 

dressed.) 

Let  the  teacher  again  distribute  all  the  clothes,  saying,  "Who  wants 
the  shoes?" 

Pupil :      I  want  the  shoes. 

Teacher:  (After  they  are  distributed) — Who  has  the  dress  ? 

Pupil :  I  have  the  dress. 

Teacher:  Bring  me  the  dress.     Thank  you.     Put  the  dress  on  the 

chair. 
Teacher :  Where  is  the  dress  ?  etc.    Thank  you.    Until  every  one  can 

talk  about  the  clothes. 

This  can  be  varied  in  countless  ways  and  many  games  played. 
Hiding  the  clothes,  putting  the  wrong  clothes  on  the  dolls,  having  the 
children  blindfolded  and  some  clothes  put  on  or  taken  off  and  letting 


17  — 


them  tell  what  has  been  done.  A  week  of  work  can  be  developed  from 
the  doll  and  its  clothes  without  loss  of  interest  if  the  play  spirit  is  kept 
up  and  the  conversations  developed  out  of  the  children's  natural 
activities. 

Structure  Problem  —  Possessive  form.  This  is  difficult  because  of 
the  pronunciation.  It  is  important  that  the  child  should  already  be 
familiar  with  the  plural  form  through  his  number  work. 


LESSON  VII. 


How  do  you  do? 


Teacher:  Good  morning,  boys  and  girls. 

Pupils:     Good  morning,  Miss 

Teacher:  How  are  you  this  morning,  John? 

Pupil  :      Very  well,  thank  you. 

Teacher:  How  are  you,  Mary? 

Pupil  :      Very  well,  thank  you. 

Teacher:  Put  your  hands  above  your  head.     Stand  on  your  feet. 

Put  your  hands  down.    Sit  on  your  chair. 

Have  several  children  do  this  alone,  saying,  "I  am  putting,  etc." 
For  this  lesson  it  is  best  to  use  a  simple  play  house  which  the  chil- 
dren have  been  building  for  their  busy  work.    A  number  of  good  pic- 
tures of  a  house  can  be  substituted  but  are  less  satisfactory. 
Teacher:  What  do  you  see? 
Pupils:     I  see  a  house. 

Have  each  pupil  walk  to  the  house  and  say,  "I  walk  to  the  house." 
Teacher  :  What  do  you  see  here  ? 
Pupils:     I  see  a  window. 
Teacher  :  What  do  you  see  here  ? 
Pupils:     I  see  a  door. 
Teacher:  Can  you  find  another  door  in  the  house? 

I  can  find  another  door. 

Can  you  find  another  window  in  the  house? 

I  can  find  another  window. 

Find  a  door  in  this  room  (indicating  room  by  gesture). 

I  can  find  a  door  in  this  room. 

(Returning  to  the  doll's  house)  —  Can  you  see  the  porch? 

I  can  see  the  porch. 

Put  the  chair  on  the  porch. 

I  am  putting  the  chair  on  the  porch. 

Open  the  window. 

I  am  opening  the  window. 

Close  the  door. 

I  am  closing  the  door. 


Pupil  : 
Teacher: 
Pupil  : 
Teacher: 
Pupil  : 
Teacher 
Pupil: 
Teacher: 
Pupil  : 
Teacher 
Pupil  : 
Teacher 
Pupil  : 


Structure  Problem  —  I  am,  can. 


—  18  — 


LESSON  VIII. 

Regular  greeting  as  in  Lesson  VII. 

Teacher:  Did  you  walk  to  school  this  morning?  (Show  picture  of 
of  school — take  children  outside  and  explain  school  and 
yards.) 

Pupil:      Yes,  I  walked  to  school  this  mom  ing. 
Teacher:  It  is  cold  in  the  yard.     (Dramatize.) 

It  is  warm  in  the  school  house. 

Is  it  warm  in  this  house?    (Showing  the  doll's  house.) 
Pupil :      Yes,  it  is  warm  in  the  house. 
Teacher:  The  stove  makes  it  warm. 

What  makes  it  warm? 
Pupil:      The  stove  makes  it  warm. 
Teacher :  Where  is  the  stove  ? 
Pupil :      The  stove  is  in  the  house. 

Teacher :  Where  is  the  stove  that  makes  the  school  warm  ? 
Pupil :      The  stove  is  in  the  school. 

Teacher  has  pupil  walk  to  the  stove.    Where  are  you  walking? 
Pupil:      I  am  walking  to  the  stove. 
Teacher :  Walk  to  the  door. 
Pupil :      I  am  walking  to  the  door. 
Teacher:  Stand  beside  the  chair. 
Pupil':      I  am  standing  beside  the  chair. 
Teacher:  I  am  running  to  the  door.    (Dramatize.)     You  run  to  the 

door. 

Teacher:  Where  are  you  running? 
Pupil :      I  am  running  to  the  door. 

Teacher:  I  am  cold.    I  sit  beside  the  stove.    Are  you  cold? 
Pupil :      Yes,  I  am  cold. 

Teacher:  Do  you  want  to  sit  beside  the  stove? 
Pupil:      Yes,  I  want  to  sit  beside  the  stove. 
Structure  Problem — It  is  warm,  it  is  cold. 

LESSON  IX. 
Usual  greeting. 

Teacher :  Let  us  play  house.  John  is  the  father,  Mary  is  the  mother, 
Susy  is  the  sister,  William  is  the  brother.  (Show  many 
pictures  to  explain.)  This  is  our  house  (showing  the 
doll's  house).  Let  us  name  everything  in  the  house. 
AVhat  is  your  name  ? 
Pupil :  My  name  is  Mary. 

Teacher:  What  is  the  name  of  this  (indicating  a  chair). 
Pupil :      That  is  a  chair. 
Teacher:  The  name  of  this  is  window,  door,  stove,  bed,  floor,  table, 

picture,  rug,  brush,  tub,  broom,  etc. 
What  is  the  name  of  this?    Each  of  the  objects  pointed  out 

separately  as  with  chair  above. 
Then,  objects  or  pictures  distributed,  and  "Who  has  the 

table?" 

Pupil:      I  have  the  table. 

This  may  be  as  much  as  can  be  done  in  one  lesson.     The  following 
may  be  used  for  next  day.    Whenever  the  names  of  the  articles  in  the 


—  19  — 


house  are  familiar  to  most  of  the  class,  the  verbs  which  are  common  in 
the  house  may  be  added. 

Teacher :  Mother,  make  the  bed. 

Pupil :      I  make  the  bed. 

Teacher :  Father,  make  the  fire. 

Pupil:      I  make  the  fire. 

Teacher :  Sister,  sweep  the  floor. 

Pupil :      I  sweep  the  floor. 

Teacher:  Brother,  clean  the  window. 

Pupil:      I  clean  the  window. 

Teacher :  What  is  father  making  ? 

Pupil :      Father  is,  etc. 

Teacher :  Who  is  making  the  bed  ? 

Pupil :      Mother  is  making  the  bed. 

Teacher:  Who  is  sweeping  the  floor? 

Pupil:      Sister  is  sweeping  the  floor. 

Teacher :  What  is  brother  cleaning  ? 

Pupil:      Brother  is  cleaning  the  window. 

Structure  Problem — This  and  that. 

LESSON  X. 
Usual  greeting. 

Objects  for  this  lesson:  doll,  basin,  soap,  water,  towel,  brush,  comb, 
toothbrush.  (Slowly  dramatizing.) 

(There  are  enough  words  here  for  two  lessons.) 

Teacher: (using  doll's  name)  is  going  to  school. 

She  washes  her  hands  and  face,  and  dries  them  on  a  towel.     She 
cleans  her  teeth  with  the  toothbrush.     Her  mother  brushes  her  hair. 
She  walks  to  school. 
Select  one  child  after  another. 

Teacher:  John,  you  wash (doll's  name)  face., 

Mary,  you  brush (doll's  name)  hair. 

James,  you  dry (doll's  name)  face. 

Here  is  the  towel.     What  did  you  dry  her  face  with? 
Have  each  child  go  through  the  motions  of  washing  the  doll's  face, 
etc.,  repeating  as  he  does  so. 

LESSON  XI. 

Teacher:  Good  morning,  boys  and  girls.  Did  you  brush  your  teeth 
this , morning ?  Did  you  brush  your  teeth,  John?  Did 
you  brush  your  teeth,  Mary  ?  and  around  the  class,  dram- 
atizing to  be  sure  the  meaning  is  clear. 

Teacher:  Did  you  wash  your  hands?  Show  me  your  hands.  John's 
hands  are  clean.  Miguel's  hands  are  dirty.  Miguel  must 
wash  his  hands.  (All  the  dirty  hands  are  washed  while 
the  children  recite)  :  "Miguel  is  washing  his  hands  with 
soap  and  water.  He  is  drying  his  hands  on  the  towel." 

Teacher:  Did  your  mother  brush  your  hair? 

Pupils  answer.  (Be  careful  to  allow  each  child  to  hear  the  past  tense 
form  and  use  it.) 

Structure  Problem — Past  tense. 


—  20  — 
LESSON  XII. 

NOTE. — It  will  be  well  to  alternate  the  hours  for  the  drill  and  meet  occasionally 
in  the  afternoon. 

Teacher:  Good  afternoon,  boys  and  girls. 

Pupils:     Good  afternoon,  Miss 

.  Teacher :  How  are  you  this  afternoon  ? 

Pupils:     Very  well,  thank  you. 

Have  the  children  put  the  dolls  at  a  small  table  and  set  it  for  a  meal. 
Talk  slowly  and  dramatize. 

Teacher: is  eating  her  dinner.     She  is  sitting  at  the 

table.  The  knife,  fork  and  spoon  and  plate  are  on  the 
table.  She  is  drinking  milk  from  her  glass.  John,  can 
you  see (the  doll's  name)  eating  her  dinner? 

Pupil:      Yes,  I  can  see eating  her  dinner. 

Teacher:  Where  is sitting  to  eat  her  dinner? 

Pupils :     She  is  sitting  at  the  table  to  eat  her  dinner. 

Teacher :  Did  you  eat  dinner  yesterday  ? 

Pupils :     Yes,  I  ate  dinner  yesterday. 

Teacher:  Is  she  eating  her  dinner  with  a  fork? 

Pupils :     Yes,  she  is  eating  her  dinner  with  a  fork. 

Teacher:  Is  she  eating  her  dinner  with  a  spoon? 

Pupils:     Yes,  etc. 

Teacher:  What  is  she  drinking? 

Pupils:     She  is  drinking  milk. 

Teacher :  Did  you  drink  milk  for  breakfast  ? 

Pupils :     Yes,  I  drank  milk  for  breakfast. 

Teacher:  Where  is  the  milk? 

Pupils :     The  milk  is  in  the  glass. 

Teacher :  John,  do  you  drink  milk  ? 

Pupil:      Yes,  I  drink  milk. 

Teacher :  Who  wants  a  drink  of  water  ? 


1C781    5-22    2M 


—  21  - 

VOCABULARY  FOR    NON-ENGLISH-SPEAKING    CHILDREN   IN 
THE  PRIMARY  GRADES. 

The  following  vocabulary  is  a  suggested  list  from  which  the  primary 
teacher  may  select  the  three  to  five  hundred  English  words  which  the 
child  should  be  able  to  use  orally  before  beginning  to  read.  For  the 
sake  of  brevity,  only  one  form  of  the  verb  is  given,  and  the  auxiliaries 
are  not  included,  the  various  forms  of  the  personal  pronouns  are  omitted, 
as  well  as  numbers,  proper  names,  the  days  of  the  week,  and  the  months. 
Obviously  all  these  should  be  included  in  the  child's  vocabulary. 

The  list  is  made  up  in  the  following  way: 

Column  1  is  the  vocabulary  worked  out  by  Ethel  Richardson, 
Assistant  Superintendent  of  Public  Instruction,  in  charge  of  Immigrant 
Education. 

Column  2  is  the  vocabulary  worked  out  by  Miss  Madeline  Veverka, 
Supervisor  of  Primary  Education  in  the  Los  Angeles  City  Schools 

Column  3  is  the  vocabulary  worked  out  by  Miss  Sarah  Barrows  of  the 
San  Francisco  Teachers  College. 

Column  4  is  the  vocabulary  list  made  from  a  study  of  twelve  primers. 
Every  word  is  included  that  occurs  in  four  of  these  primers.  This  work 
was  done  by  a  committee  of  B-l  teachers  in  the  Los  Angeles  City  Schools 
in  1919.  The  texts  chosen  were: 

Free-Treadwell  Riverside 

Elson  Runkel  Story  Hour 

Holton  Curry  Young  and  Field 

Horace  Mann  Aldine 

Natural  Method  Beacon 

Progressive  Road  Gordon 

Column  5  is  a  vocabulary  of  a  normal  American  boy  three  years  old 
living  in  a  cultured  home.  All  the  words  in  this  child's  vocabulary  are 
not  included  because  they  are  too  specialized  in  their  interest  to  be  useful 
here. 

Column  6  is  the  vocabulary  given  by  William  Boyd  in  "Development 
of  a  Child's  Vocabulary."  Words  which  occurred  in  this  list  alone  and 
in  none  of  the  other  six  have  been  omitted  as  too  localized  to  be  useful. 

Column  7  is  the  vocabulary  to  about  150  words  used  in  an  experiment 
with  non-English-speaking  children  by  Dr.  A.  H.  Sutherland  of  the  De- 
partment of  Research  in  the  Los  Angeles  City  Schools.  It  was  discovered 
that  with  even  this  small  oral  vocabulary  the  child's  progress  was  tre- 
mendously accelerated. 

Teachers  of  non-English-speaking  children  in  California  are  urged  to 
use  this  list,  add  to  it  those  words  of  local  character  which  come  within 
their  own  pupils'  experience  and  give  an  oral  drill  that  will  add  a  few 
new  words  each  day  until  the  child  has  mastered  at  least  300  oral  words. 
Reading  can  come  after  this  and  will  be  taught  much  more  easily  with  this 
foundation. 


S— 16781 


—  22  - 


a 

about 

absent 

accident 

across 

add 

address 

aeroplane 

after 

afternoon 

again 

against 

air 

aisle 

all 

alone 

aloud 


baa 
baby 
back 
bad 


bag 
bak 


bake 

baker 

ball 

banana 

bank 

bare 

bark 

basket 

bat 

bath 

bathe 

beach 

bead 

beans 

bean-bag 

bear 

beat 

beatdrum 

because 

bed 

bedroom 

bee 

before 

begin 

behind 

bell 

belong 

beside 

best 

better 

between 

big 

bill  (bird's) 

bird 

bit 


( 

1234567 

I 

__***_ 

_*__*__ 
_     *    _     *     *    _ 
_____     * 

_*_*__ 
_     *     *     *          _ 
_     *    _     *           * 
_    _     *     *           * 
*    _    _     *          _ 
_    _     *     *          _ 

American  flag 
an 
and 
another 
answer 
any 
apple 
apron 
arm 
as 
ask 
asleep 
at 
aunt 
automobile 

*___**_ 
•  E 

awake 
away 

I 

bite 

black 

blackboard 

blacksmith 

*     *     _     _    _     *     _ 
_*_*_*_ 

blade  of  grass 
blanket 
blocks 

blouse 

*     *     _    _     *     *     _ 

*     _    _    _     *     *     _ 
_**_**_ 

*     _     *     _     *     *     _ 
*     _    _    _     *     *     _ 

blow 
blue 
book 
bottle 
bottom 
bounce 
bow-wow 
bowl 

box 

boy 

*     ~     *     *     * 

branch 

_     *     *     _    _    _    _ 

break 
breakfast 
brick 

bring 

_    _     *     _     *     *     _ 

_    _    _     *     *     *     _ 

brook 
broom 
brother 

*__***_ 

brown 
brush 

*     - 

build 

*-___*_ 
*_****_ 
*_*_**_ 

build  fire 
bush 
burn 
but 

*     _    _    _     *     _     _ 

butter 
button 

*     _     *     _     *     *     _ 

buy 
buzz 

_    _     _     *     *     *     _ 

by 

1234567 

*    _     *     *    _ 


—     —      *     _ 


—  23  — 


cake 

calendar 

call 

can 

canary 

candy 

cane 

cannery 

cap 

cape 

capital 

car 

card 

careful 

carefully 

careless 

carpet 

carpenter 

carriage 

carrot 

carry 

car  tracks 

cat 

catch 

ceiling 

cent 

certainly 

chain 

chair 

chalk 

change 

cheek 

cheese 

chick 

chicken 

child 

chocolate 

choose 

Christmas 

church 

circus 

city 

clap 

class 

claw 

clay 

clean 


dame 

damp 

dance 

dark 

day 

dead 

dear  (exp.) 

decorate 

deep 

deliver 

desk 

dig 

dime 


c 
1234567 

* 

clock 
close 

*     —     ***** 

closet 

__**_    —    _ 

clothes 
cloth 

_    _     *     _    _    _    _ 

clothespin 
cloud 
coal 

*_*_*** 

coat 
cock 
cocoa 
cold 
collar 

*_*__*_ 
_     *_____ 
__*__*_ 
_     *_____ 
_____     *     _ 

*     _     *     _     *     *     _ 

*     _    _    _     *     *     _ 

comb 
come 
conductor 
cook 
cookie 
copy 
cork 
cost 

*     _     *     *     _     *     * 

corn 

corner 
cotton 
cough 
count 
cousin 

_    _    _     *     _    _    _ 

cover 
cow 
crack 
cracker 
crayola 
crayon 

*                    4                                         * 

cream 

*__        —        __         * 
*        _        *         *                    *        _ 
*         *        _        _                   _        _ 
*        _        _        _                    *        _ 
*         *        _        _                   _         * 
*        _        *        _                    *        _ 
*        _        _        _       _         *        _ 
*        _        _        _        _         *        _ 
***__*_ 

creep 
crib 
cross 
crumb 
crust 
cry 
cup 
cupboard 
curtain 
curl 
cut 

C 

*_**_*_ 
*_*_**_ 

dinner 
dirt 
dirty 
dish 

*        *       _ 

*     _     _      *      *      *      _ 
__*_*__ 
____**_ 

disorderly 
ditch 
do 
doctor 
dog 
doll 

*     _      *     _      *      *      _ 
_*___** 

dollar 
door 
down 

1234567 


*     _    —    — 


—  24  — 


1234567 

drugstore 

drum 

te 

drinking  fountain     --*_-__ 

duck 
dusty 

drop                            *_*_**_ 

dust  pan 

1234567 


each 

ear 

early 

easy 

eat 


elephant 

empty 

end 

engine 

enough 


envelope 

erase 

eraser 

evening 

ever 

every 

everything 

excuse 

exercise 

expect 

eye 


face 

factory 

fair 

fall 

family 

far 

fare 

fanner 

farther 

fast 

fasten 

fat 

father 

feather 

feed 

feel 

fence 

fill 

find 

fine 

finger 

finger  nail 

finish 

fire 


first 

fish 

fix 

flag 

flame 

floor 

flour 

flower 

% 

fofd 

food 

foot 

for 

forget 

fork 

fox 

friend 

frighten 

from 

front 

full 

fun 

funny 

fur 


game 

garage 

garden 

gate 

get 

get  up 

girl 

give 

glad 

glass 

go 


goat 

God 

gold-fish 

good 

good-bye 

good-morning 

good-night 


—     *     _     _ 


grandfather 
grandmother 


—  25 


gravel 

gray 

great 

green 

grocer 

grocer}'  store 


1234567 

_     *    _ 


groceries 

ground 

grow 

guess 

gun 


1234567 

*     *_____ 
****_*_ 


H 


hair 

half 

hall 

hammer 

hand 

handkerchief 

happy 

hard 

hark 

hat 

haul 

have 

hay 

haycock 

head 

hear 

heavy 

help 

hen 

here 

hide 

high 


*_****_ 
___*_*_ 

* 


hill 

hit 

hold 

hole 

holiday 

home 

hook 

hop 

hope 

horn 

horse 

hot 

hour 

house 

how 

How  do  you  do 

How  much 

hungry 

hunt 

hurrah 

hurry 


ice 

ice-cream 

ice-cream  cone 

if 

in 


ink 
inside 
into 
iron 

ironing  board 


jam 
janitor 
job 
joke 


*  _  _  _  *  _ 

*  *  _  _  _  _ 
_  *  _  _  _  _ 

*  *  * 


jolly 
jump 
"ust 


K 


keep 
kettle 


kind 
king 
kitchen 
kite 


kitten 

kitty 

knee 

knife 

knob 

knock 

know 


lace 

lady 

lamp 

lap 

large 

last 


late 

laugh 

laundry 

law 

lay 

lazy 


—  2 

1234567 
lead                               ____*_ 
leaf                                 **_*** 

6  — 
lion 

little 

leave                               -    -    -     *     *    - 

listen 

live 

lend                                 ____*_ 
lesson 

loaf 
lock 
long 

look 

lie                                    ___*** 
lift                                   _*_**_ 

lose 
loud 
love 
low 

lumber 

rv 
mail  man              .-*--**- 

lunch 

1 

milk 

Miss 

many                         *    -    -     *    -     * 
marbles 

money 
monkey 
moon 

mark 

more 
morning 

most 

meal                            *___**_ 
meadow                     ___*___ 
measure                     __*____ 
meat                           _**_**_ 
medicine                     *___**_ 
meet                          *__***_ 
middle                       __*__*_ 
middy                        _*_____ 

t( 

mother 
mouse 
mouth 
move 
much 
mud 
muddy 
music 
must 

1 

nickel 

napkin                              _*_*__ 
near                                _*_**_ 
neck                                ___**_ 
need                                  ___**_ 
needle                             _*_*__ 
nest                                 _***__ 

night 
noise 
no 
none 
noon 
nose 
not 

never                               -    -    -     *    -    - 
new                                  **_*__ 
newspaper 

now 
number 
nurse 

nice                            *___**_ 

0 

ocean                         _*__*__ 
of                               *_****_ 
off                              *_****_ 
office                          _*__*** 
often                          *___**_ 

nut 

open 
orange 
other 
ought 
out 

outside 

once                           *__***_ 
onion                          ______     * 
only                             *___**_ 

oven 
over 
owl 

1234567 


_    _     *     _ 


—  27  — 


pail 

pain 

paint 

pan 

pancake 

pants 

paper 

park 

partner 

party 

pass 

paste 

pastestick 

pat 

path 

paw 

pay 

peanut 

peel 

peep 

pegboard 

pen 

pencil 

penny 

pet   * 

piano 

pick 

pick  up 

pickle 

picture 

pie 

piece 

Pig 

pigeon 


quack 

quarter 

question 


rabbit 

race 

railroad 

rain 

rainbow 

'raise 

rat 

read 

receive 

recess 

red 

remember 

ribbon 

rice 

ride 

right 

ring 


1234567 

*    _     *    _     *     *    _ 

pile 
pillow 
pillowcase 

*_****_ 

pin 
pink 
pitcher 
place 

*    —     *     *     * 

plant 

*     *_____ 

plate 
play 

*_*__*     * 

—    _     *    _     *     *    _ 
_    _     *    _     *     *    _ 
—    _*_*__ 
**__**_ 
_    _     *    _    _    _    _ 
_    _    _    _    _     *     * 

playground 
please 
plum 
pocket 
point 
policeman 
pony 
poor 
popcorn 
post  office 

* 

postman 

* 

pour 

-     * 

present 

*_*_**_ 
*_****_ 

pretty 
principal 
pull 
purple 
pussy 
put 
put  away 

*_*__*_ 

put  down 
put  on 

c 

—     —     —*_*_ 

put  up 

i 

quick 

*     —     ___*_ 
F 

t 

*___**_ 

river 
robin 
rock 

—     —*__*_ 

roll 
roof 

_     _     _     *      *      *     _ 

room 
rooster 

*___**_ 
*      *     _                          * 

rope 
rough 
round 

row 

***_** 

rub-a-dub-dub 

*_*_**_ 

rug 
ruler 

12345 


—  —    —     *    _ 

—  _     *     _     * 

*     * 


*     _    _    _     _     * 
_     *     _     *     _ 


— '    _    _    _     * 
* 


—  28  — 


sack 
salt 
sand 
sand  box 
sand  pile 
sandwich 
Santa  Glaus 
saucer 
saw 

Sool 
scissors 


second 

see 

seed 

sell 

send 

set 

set  down 

set  the  table 

sew 

sharp 

sheep 

sheet 

shelf 

shell 

ship 

shirt 


shoe 

shoot 

shop 

short 

shoulder 

shovel 

show 

shut 

sick 

side 

sidewalk 

silver 

sing 

sister 

sit 

size 

skate 

skin 

skip 

skirt 

sky 

sleep 

sleeve 

slide 

table 

tablecloth 

tail 

take 

takeoff 

talk 

tall 

tap 


1234567 

_     *_____ 
_     *    _    _     *     *    _ 

slow 
small 

*    

smell 
smile 
snow 

**__*__ 

soap 

~ 

soft 

*_*_*** 

__**_*_ 

soldier 
some 
song 

__*_**_ 

soup 

sour 

_*___*_ 
*     * 

speed 

*_*_—*_ 

*    
_    *    _    

spin 
spool 
spoon 

*_**_*_ 
*_****_ 

* 

squirrel 
stairs 

_    _     *    _     *     *    _ 
*___*_* 
___*_*_ 

stand 
star 
stay 
step 

______     * 
_*___*_ 
*     *     *    _    _     *    _ 

*_*_*** 

stick 
still 
stocking 
stone 
stop 
store 
stove 

*    _     *    _     *     *    _ 
**__**_ 
_    _     *    _    _     *    _ 

street 
street  car 
string 

study 

subtract 

*_*_**_ 
__*_*** 

such 
sugar 
sugar  bowl 
sun 
upper 

sweep 

* 

weet 

*___**_ 

_*___** 

T 

swim 
wing 

_     _      *     _      *      *     _ 

tardy 
taste 
teacher 

_     _     *     _     _     _     _ 

teddy  bear 
telephone 

tell 

__**___ 

thank 
thank  you 

1234567 


___**_ 


*    _     *     * 


that 

the 

then 

there 

thing 

think 

third 

this 

thread 

through 

throw 

thumb 

tie 

tiger 

tight 

time 

till  -Soldier 

tired 

to 

today 

together 

toilet 

tomorrow 


umbrella 

unbutton 

uncle 

under 

understand 

undress 


—  29  — 
1234567 


tongue 

too 

tooth 

toothbrush 

top 

touch 

toward 

towel 

toy 

track 

traffic 

train 

train  of  cars 

tree 

trimming 

trolleycar 

trousers 

truck 

trumpet 

tub 
turn 


A     000015287     6 

1234567 

_  _  _  *  *  *  _ 
***_*** 
***_**_ 


u 


United  States 

uniform 

until 

up 

upon 


vaccinate 
vase 

vegetable 
very 


wagon 
wait 
wake 
walk 
wall 
want 
warm 
wash 
;te 


waste  b 

watch 

water 

wave 

way 

wear 

weave 

wee 

week 

well 

wet 

what 

when 

wrhere 

whistle 


violet 
violin 
voice 


w 


white 

who 

why 

wind 

window 

window  pane 

window  shade 

wing 

wipe 

wise 

wish 

with 

without 

wolf 

woman 

wood 

woods 

wool 

word 

work 

wreck 

wrist 

write 

wrong 


yard 
yellow 

4—16781      5-22     2M 


yes 

yesterday 


- 


University  of  California 

SOUTHERN  REGIONAL  LIBRARY  FACILITY 

405  Hilgard  Avenue,  Los  Angeles,  CA  90024-1388 

Return  this  material  to  the  library 

from  which  it  was  borrowed. 


, 


